Document Type : Original research
Authors
1
Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2
Department of Educational, Sciences Farhangian University, P.O. Box 14665-889, Tehran,
3
Department of Educational, Sciences Farhangian University, P.O. Box 14665-889, Tehran, Iran
4
Department of English Language Education, P.O. Box 14665-889, Tehran, Iran
10.48310/chemedu.2025.19737.1343
Abstract
Background and Objectives: This study aimed to investigate the factors that influence effective chemistry teaching. The goal was to design and validate a proposed model of these factors. Method: The study employed a mixed-methods approach (quantitative and qualitative). The qualitative part's target population included international documents similar to this study from 2010 to 2025, from which approximately 27 studies were intentionally selected. For the quantitative part, students enrolled in the chemistry department at Farhangian University in the 2021 academic year, from across the country, participated, with 129 randomly selected to complete the questionnaire. Data for the qualitative section were collected through a systematic review of 27 relevant studies. This analysis provided the basis for the initial model design. In the quantitative phase, a researcher-developed questionnaire based on qualitative results and theoretical literature served as the data collection instrument. Experts and chemistry education professors confirmed the content validity, and SmartPLS software was used for structural equation modeling to assess convergent and discriminant validity. Findings: Qualitative data highlighted various factors influencing effective chemistry teaching, including skill development in learners, management and supervision, improvements in educational environments and equipment, curriculum focus, participation and interaction, technology use, and the adoption of diverse teaching methods. Quantitative data verified the questionnaire's content validity and its convergent and discriminant validity via Smart PLS, with reliability scores of Cronbach's alpha at 0.892 and composite reliability at 0.912. Additionally, with an overall fit index (GOF = 0.461), the measurement model was deemed appropriate. Conclusion: The results indicate that the designed model effectively captures the key factors influencing effective chemistry teaching.
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